Reporting on MARSS

1
Reporting on MARSS

• Many lines are a good thing!

2
More Than Just Money-Additional Uses of MARSS
Data

• MARSS data is used for
• District Data Profiles
• Graduation Rates/Dropout Rates
• Federal Setting Rates
• AYP status (Special Education Group)
• Suspension / Expulsion Rate
• Use MARSS for compliance / monitoring
• Use to calculate Disproportionate Representation

3
December 1 child count Procedures

• Valid IEP that is less than 1 year old as of Dec.
  1st
• Valid (current) evaluation or re-evaluation
• Less than 3 years old as of Dec. 1st
• Is receiving Special Education related services
  on Dec. 1st
• MARSS Data submission for Dec. 1 Child Count 2009
• Oct. 14 Nov. 18 Dec. 16 (final)

4
Role of Special Education Teacher

• Ensure IEP and ER are current as of Dec. 1st
• Calculate Federal Settings
• Ensure due process has been validated finalized
  on SPED and on file at District BRIC
• Communicate to MARSS Recorder when status,
  setting, or disability category changes

5
Role of MARSS Recorder

• Enter data
• Communicate critical MARSS data entry timelines

6
ENROLLMENT INTAKE

• District Intake form
• Determination of Residency
• Where parent resides
• Physical address not PO Box
• Parental Rights terminated gt where student
  resides
• Court document
• Parent Location Unknown

7
Non-Resident students with IEPs

• State Aid Categories (SAC)
• 01 open enrollment
• 11 agreement between school boards
• 19 tuition agreements (court or district
  choice)

8
Part B MARSS Reporting

• Evaluation Status Codes 1 - 9
• 2 - K-12 evaluated does not need service
• 3 Evaluated requires services but not yet in
  a program (Never used or shouldnt be used)
• 4 receiving special education services
• 5 - Evaluated qualifies for services, parent
  refused
• Use this code if parents have rejected IEP in
  writing, not verbal
• 6 Evaluated receiving service and receiving
  services through another public agency
• 7 IEP/IFSP/IIIP was terminated during the
  school year
• 8 Early Intervening Services (NEVER USED)
• 9 Student has active IEP and only receiving
  indirect services (NEW THIS YEAR)

9
Part B MARSS Reporting

• Federal Setting
• Setting should be calculated on annual basis at
  time of IEP If changed report change to MARSS
  person
• Should be reported consistent with current IEP
• Interim Alternative Education Service
  program(IAES) Federal Setting 08 Code
  Homebound/Hospital Placement

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Conditions to Claim Homebound Instruction

• In case of disabled students, the students IEP
  team may place then on homebound instruction if
  they agree it is in the students best interest.
• The IEP must be modified to include Homebound
  instruction
• To qualify for Homebound a medical note must be
  on file OR
• For out of school suspension exceeding five
  consecutive days and leading to expulsion
• Students place on homebound by IEP team must
  receive one hour of instruction per day to claim
  as full time and have a medical note
• Without a medical note, the students are
  considered part-time each hour of instruction
  generates one hour of membership

11
Homebound Service Indicator
Student place by IEP team at home Student place by IEP placed in hospital Student Placed by IEP placed in Care and Treatment Student place by IEP Medically placed at home (Medical note on file)
Homebound Flag NO NO NO YES
Setting 08 YES YES YES YES
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Part B MARSS Reporting

• Primary Disability
• Consistent with Evaluation Report IEP
• Report Primary Disability

13
Part B MARSS Reporting

• Transportation
• Code 03 Disabled.  All students in this
  category must have a SPECIAL EDUCATION STATUS
  equal to 4 or 6 and must receive special
  transportation or special accommodations such as
  an aide on the bus route.  The special education
  transportation or special education accommodation
  must be written into the students IEP/IFSP/IIIP
  to be reported under the category.

14
MARSS Report / Change Points

• Can be many lines
• Start date change
• Annual IEP or Amendment to IEP
• Start date is date of parent consent
• Student graduates, moved, or dropped

15
Reporting ECSE Kids on MARSS

• Many lines are a good thing!

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Who Does What?

• MARSS recorders are charged with entering EC data
  accurately for
• a small number of children,
• each of whom require many lines,
• have codes that have changed frequently over the
  last 5 years,
• generate many error messages,
• are different from every other kid in the
  building.
• MARSS recorders need to get this information from
  early childhood teachers who are frequently out
  of the building on home visits or serving kids in
  community programs.
• Plus do all their other job duties.

17
Who Does What?

• ECSE Teachers are responsible for providing the
  MARSS recorders with information that is specific
  enough to allow for accurate data entry
  including
• Special Ed Evaluation start and end dates
• Special education evaluation hours
• Special education service hours
• Special education federal setting
• Reason for services being discontinued
• In addition to completing due process COSFs
  scheduling home visits coordinate service with
  OTs public health, etc tracking down medical
  records, process referrals.

18
The Miracle

• Somehow, this usually works out!
• FYI
• Part C Birth through Age 2
• Part B Age 3 and on

19
More Than Just Money-Additional Uses of MARSS
Data in EC

• MARSS data is used for
• EC District Data Profiles
• Percentage of children ages birth to age 1
• Percentage of children ages birth to age 3
• Services provided in natural environments
• Inclusion percentages of settings for ages 3-5
• IEIC performance data
• Part C timelines
• 45 day evaluation
• Timely initiation of services
• Transition requirements at age 3

20
Frequently used State Aid Categories (SACs )in
ECSE

• 01-Open enrolled to your district with current
  open enrollment paperwork on file
• 11-Parent Initiated agreement between school
  boards (much like open-enrollment but occurs
  outside the formal open enrollment deadlines)
• 00-Resident of your district
• 19-Tuition Agreement with Resident District
  (placed in enrolling district by resident
  district)
• Used for children with IFSPs or IEPs who are in
  foster care but who are NOT wards of the state.
• Also used for children placed in a charter school
  by the resident district

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EC Evaluation Timelines

• Status Start Date
• Birth through Age 2 Date of referral
• 3 to Kindergarten enrollment Date parent gives
  written consent
• Status End Date
• Birth through Age 2 Date of IFSP team meeting
• 3 to Kindergarten enrollment Date eval results
  are shared with the parent

22
Special Ed Evaluation Status (SEES)

• Used to verify Primary Disability and
  Instructional Setting.
• SEES must be kept current during the year.
• A change in the SEES from a 1, 2, or 3 to a 4, 5
  or 6 or from a 4 or 6 to a 7 triggers the close
  of one enrollment record and the start of a new
  record.

23
EC Evaluation-SEES

• SEES is a 2 for the enrollment record during the
  period of evaluation.
• Each hour of evaluation generates one hour of
  attendance/membership.
• When multiple staff evaluate simultaneously the
  time of each staff member is counted.
• Time spent meeting with the parent to obtain
  evaluation information may be claimed.
• Up to 2 hours of IEP/IFSP/IIIP writing may also
  be included and reported.
• A warning message is generated when 40 hours of
  evaluation time is claimed.

24
Special Ed Eval Status (SEES)

• 4-Student is receiving special education services
  through an IFSP or IEP.
• 6-Student is receiving special education through
  a III-P document and receives services from one
  or more additional public agencies.
• SEES of 4 and 6 trigger inclusion on 12/1 child
  count
• BRIC is not recommending use of the IIIP.

25
Special Ed Evaluation Status in ECSE

• 2-Student was evaluated and
• was determined NOT Eligible for ECSE services
  (Status End of 25) OR
• was determined eligible (Status End of 50 AND the
  creation of a new enrollment record)
• 3-Student was evaluated and requires special
  education services but is not currently
  participating in a special education program
• Eval status of 3 is rarely used, and should NOT
  be used as a placeholder between the time an
  evaluation was completed and the time parental
  consent is received. MDE expects that a gap
  would exist in this time period.

26
Special Ed Evaluation Status

• 5-Student was evaluated and determined eligible
  but parents declined services (Primary disability
  must be reported)
• For ECSE only
• close the SEES 2 record with a status end of 99.
• Create a new record with a SEES of 5. There will
  be no attendance or membership hours in this
  record. Close same day with a 50.

27
Special Ed Evaluation Status

• 7-Students IEP/IFSP/IIIP was terminated during
  this school year.
• These students must have both a primary
  disability and a federal instructional setting
  that reflect the last IFSP/IIIP/IEP. There must
  be a prior enrollment record with a SEES of 4 or
  6.

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COMMON ECSE STATUS ENDS

• 01-Change in students grade level
• 02-Transferred to another public school in the
  same district
• 04-Moved outside of the district
• 05-Moved outside of the state or the country
• 11-Student died
• 14-Students withdrawn after 15 consecutive days
  absenceexpected back.
• 20-Student transferred to another district or
  state but did not move
• 21-Early Childhood Withdrawal because
  IFSP/IEP/IIIP Goals were met

29
Common ECSE Status Ends

• 23-Kindergarten withdrawal, expected back next
  year
• 25-Early Childhood Evaluation Only child
  determined not eligible for services
• 26-Early childhood Special Education student on
  an IFSP or IEP withdrawn early by parent
• 40-End of year, student enrolled the last day
• 50-Special Ed information changes and a new
  record is needed e.g. change in SpEd Eval
  status
• 99-Students enrollment status has changed
  necessitating the closing of one record and the
  opening of another for reasons NOT related to
  special education program changes

30
Transition at Age 3

• Each toddler with an enrollment record having a
  SEES of 4 or 6 MUST have a new enrollment record
  created as he/she turns age 3.
• Close the existing record with a status end of
  27,28 or 29 on the day prior to the 3rd birthday.
• The new enrollment record must include a new
  instructional setting codeappropriate for 3-5
  year olds.
• This is required for federal reporting
  purposes.

31
Common EC Status end codes Transition at Age 3

• 27-EC transition at 3Part B eligible
• 28-Not Part B eligible, exiting Part C with
  referrals to other programs
• 29-Not Part B eligible, exiting Part C with no
  referrals to other programs
• 30-Part B eligibility not yet determined
• 34-Attempts to contact unsuccessful

32
Instructional Settings B-2

• 11-Program designed for children with
  developmental delays or disabilities
• Traditional ECSE classroom
• 12-Program designed for typically developing
  children
• ECFE
• Child Care Center
• Early Head Start

33
Instructional Setting B-2

• 13-Home
• 14-Hospital (in-patient)
• 15-Residential facility (public or private)
• 16-Service provider location--School, clinic or
  hospital where the child receives services (11
  or in a small group for speech, OT, PT, etc)
• 17-Other Setting--Any setting that is not
  included in the settings or examples described.

34
Instructional Settings 3-5

• 31-33 Early Childhood Setting All special ed
  related services provided in a program designed
  primarily for children without disabilities or
  special ed and related services provided in
  multiple settings regular ed and special ed
• Public or private preschools
• Head Start, School Readiness or ECFE
• Regular kindergarten classroom
• Child care center
• Any combination of the above
• Also includes home/EC setting combination
• 31-Regular EC program80 of the time
• 32-Regular EC program 40-79 of the time
• 33-Regular EC program less that 40 of the time

35
Instructional Settings 3-5

• 41-ECSE Setting All sp ed related services
  provided in a setting designed for children with
  disabilities including
• ECSE classes in elementary school buildings or in
  trailers or portables outside regular school
  buildings
• ECSE classrooms in child care facilities,
  hospitals, or other community based
  settings, and
• 45-Home Childs home or home of primary
  caregiver
• 42-Separate School
• 43-Residential Facility
• 44 Service Provider Location

36
Withdrawal Provisions

• Must be withdrawn after 15 consecutive days of
  absence during the school year or 5 consecutive
  days during the summer.
• A child may only be considered absent on a day
  that the child was scheduled to receive service.
• Child does not need to be reevaluated at time of
  reenrollment.
• A child, grade level EC, whose IEP/IFSP/IIIP is
  terminated midyear, or who transfers to another
  district or school, must be withdrawn on the last
  day of scheduled instruction.

37
Emergency Closing

• When school is cancelled for an entire day, no
  membership is generated for any student.
• When school starts late or is dismissed early,
  children in grade level EC generate the scheduled
  membership hours.

38
Records Needed for Audit Purposes

• The IEP/IFSP/IIIP stating hours days of service
  
• Data parental consent for initial service plan.
• Home based program Dates and duration of the
  visits made by each service provider.
• EC program
• a calendar of the days the program met and
• the length of each day. (Include the start and
  end time of the lunch period, if applicable.)

39
Records Needed for Audit Purposes

• For each student
• A calendar of the scheduled contact days and
  length of each day
• Record of daily attendance including entry and
  withdrawal days, when applicable
• Maintain a record of all eligible indirect
  service
• For children served in community placements
• Maintain invoices showing tuition payments.
• Maintain record of dates and length of teacher
  visits.

40
Special Education Service Hours (SESH)

• Includes direct and indirect time of licensed
  personnel
• Paraprofessional time is not included
• Time in regular ed settings with no direct
  special instruction or related service is not
  included in this calculation
• Includes EC,HK , Homebound, Homebased, ALC
  Independent Study students
• For ALC ALP IS calculate SESH only if not
  dual enrolled
• SESH can be stacked in EC
• Initial evaluation hours are not part of SESH but
  count as assessment hours in EC
• SESH Worksheet

41
Membership Hours-non EC

• Membership hours hours a student is scheduled
  to attend
• Attendance hours a student is actually present
• In many cases the two numbers are identical

42
Membership Hours-EC

• Membership hours drive the general education
  revenue
• In EC, anything above 231 hours increases the
  general education revenue
• This is where special education paraprofessional
  support in regular education settings is factored
  in

43
EC Membership Days (Hours)

• Used to calculate ADM which is the basis for
  general education revenue.
• For ages 0 through 5, must report in terms of
  hours.
• Report the number of hours that children were
  scheduled to receive special ed services.
• Include time that children were absent.
• Include all time during fiscal year (7/1- 6/30).
  This allows for inclusion of Part C infants and
  toddlers and ESY services for Part B children.
• For HK students, special ed staff should only
  need to track SESH hours, attendance and
  membership can be tracked through the district
  attendance program.

44
Membership Days (Hours)

• Includes direct and indirect services as per the
  childs IFSP/IEP/IIIP.
• Para time may be claimed as specified on a
  childs plan as long as it is not concurrent with
  time already claimed by a licensed staff person.
• Paraprofessionals assigned to a program do not
  generate membership hours for GER.
• Excludes lunch unless program is part day.
• Staff travel time does not generate membership.

45
EC Membership Days (hours)

• Eligible indirect services
• Ongoing progress reviews
• Cooperative planning
• Consultation with reg ed, spec ed, parents, para
• Modifying/adapting curriculum, materials,
  environment
• To the extent they are documented on plan
• For audit purposes, must be documented in a
  student contact log or daily record

46
EC Membership Days (hours)

• Claiming time in Community Placements
• Must be placed through IFSP/IEP/IIIP team process
• Tuition must be paid by the school district
• Program must be licensed or program must employ a
  licensed teacher
• Children in placements paid for by the parent
  cannot be claimed for membership except for time
  that a special ed service is provided.

47
EC Attendance Days (hours)

• The total number of instructional days students
  were present for the period covered by the
  enrollment record.
• For grade level EC, attendance days must be
  reported in terms of hours. Report the number of
  hours they were scheduled to receive special
  education AND were actually present.
• For pre-K children who receive evaluation
  services only, report the actual number of hours
  of evaluation provided. For these children
  attendance days (hours) will equal membership
  days (hours).